MAGNT Research Report (ISSN. 1444-8939)
Vol.3 (3). PP: 1678-1684
Ranking Feedback and Disclosure Mechanisms based on Johari Window Model in order
to Enhance Organizational Communications
Mahdieh Bahadori 1, Ardashir Shiri *2, Hosien Mahdizade 2
MA student of management, Ilam branch, Islamic Azad University, Ilam. Iran.
2
Department of management, Ilam branch, Islamic Azad University, Ilam. Iran.
*Contact author
1
(Received Jan. 2015 & Published online March. 2015 issue)
Abstract
The present research, which is conducted in survey framework, aims to rank the priorities of feedback
and disclosure mechanisms based on Johari Window Model in order to enhance the organizational
communications among female managers (of primary, middle and high schools) in Ilam Education
Organization. Data gathered through questionnaire and literature review. Research population included
all experts and professors of management in addition to a total number of 1820 female staff who
worked in primary, middle and high schools in Ilam, among which 317 applicants were randomly
selected through applying Cochran formula.The data were analyzed through parametric and nonparametric tests. One-sample t-test and confirmatoryfactor analysis were applied to confirm the model
and Friedman rank test was employed to rate feedback and disclosure components. Findings showed
that positive imagery (15 items), relieving tension (17 items) and building trust (14 items) were
classified as the top priorities of disclosure and top priorities of feedback included corrective feedback
(17 items), critical feedback (11 items) and destructive feedback (11 items), all of which were ranked
through statistical analyses and final priorities were identified as a)acting based on democracy by the
leader in organizational decision-makingprocess (positive imagery), b)taking priority over
organizational tasks and time management (relieving tensions), c)leader’s trustworthiness and honesty
in performing tasks (building trust), d)presenting controlling strategies for performing tasks by leader
(corrective feedback), e) attaching importance to admiration and criticizing employees (critical
feedback), and f) increasing positive encouragement and non-threatening feedback (destructive
feedback). Giving feedback, in addition, was given the first priorityin enhancing organizational
communications.
Keywords: Communication, organization, feedback, 360-degree feedback, disclosure, clarification,
trustworthiness, staff performance.
Introduction
Since communication skills as transmission of
message through a channel to a receiver play a
crucial role in enhancing interaction and
relationships among employees and managers in
an organization, many leaders have brought such
skills into sharper focus. Also, communication
skills pave the way for organizational success by
facilitating information exchange, increasing
employees’ understanding of organization
procedures and identifying strengths and
weaknesses. Communication skills, in addition,
have enormous impact on organizational
commitment and trust which are directly related
to mutual understanding, motivation and team
work (Bahadori, 2014). Leaders and employees
also have a big responsibility to promote the
organization performance and achieve the
objectives (Dayanandan & Arputharaj, 2012).
Team members and leaders should always be
striving to increase their knowledge and
awareness by which they would be able to
reduce the communication gap in organization.
There are some models to bridge this gap, one of
the most influential of which is known as Johari
Window Model (Bahadori, 2014).
Johari Window is a communication tool that is
used
to
improve
understanding
betweenindividuals. It is widely used to instill a
sense of confidence to help team members’
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MAGNT Research Report (ISSN. 1444-8939)
understandthe value of self disclosure, to
encourage folks to give and accept, in order to
yield a constructivefeedback. It is, in fact, an
interpersonal communications model specially
designed to meet the currenttrend to nurture the
present generation with all its essential
ingredients
like
self-awareness,personal
development,group
development
and
understanding relationships through
behavior,empathy, inter-group development, etc.
(Rajeshwari, 2013, p. 1339). Johari window
contains four quadrants or regions, namely open
Vol.3 (3). PP: 1678-1684
area, open self, free area, free self or the arena
(Ingham &Luft, 1997).This tool gives a wide
exposure on attitude, adaptability, goal
setting,motivation, time management, critical
thinking and creativity, problem solving,
teamwork,leadership and stress management.
The goal of this window is for the learner to
betterunderstand himself/herself and to know
how others see the particular person.
Figure 1: Johari Window (design Alan Chapman, 2001-4, based on Ingham and Luft's Johari Window concept)
The four panes of the window represent the following:
Open Area: This phase is basically of our
isusually expanded by encroaching into the
conscious self that include our behavior,
blind and hidden areas. That meansthat the
attitudes, motivation, values, and ways of
enlargement of the open/free quadrant comes
life which we are aware of and which is
from telling what ishidden and asking about the
known to others.
blind spots. In other words, the size of the open
Hidden Area: This area is something that is
area can be expanded horizontally into the blind
not known to others unless we disclose it.
space, by seeking and actively listening to
Blind Area: This particular phase deals with
feedback from other group members and by the
things about ourselves which we do not
person's disclosure of information, feelings, etc.
know, but that others can notice with
about him/herself to the group and group
profound clarity.
members. Often, this comes through the
Unknown Area: This phase we observe
naturalprocess of developing work experiences,
some ignorance of the prevailing traits that
but can also be accelerated by activelyengaging
cannot selected by neither subjects nor their
in personal feedback processes. Here our
peers as they remain in the unknown
potential is unknown to us and to others.In
quadrant (ibid, p. 1341).
other words, as Rajeshwari (2013) states
As model represent, the size of the open/free
“Johari region IV consist of information, hidden
area is a developmental outcome of
abilities, feelings, aptitudes, experiences and so
workingrelationships. The open/free area
on that are not known to the person
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MAGNT Research Report (ISSN. 1444-8939)
himself/herself and unknown to others in the
group as well” (p. 1342). Therefore by free and
open exchange of information betweenperson’s
own-self and others (feedback), particularly
personally relevant information isshared
(disclosure) it would be possible to increases
this arena in size (Luft, 1999).
The main aim in all groups should always be to
develop the open area of every person as it
produces effectiveness when we work in this
area with others. As this arena can be best
perceived as the space where good
communications and cooperation occur,
gradually people learn and work with one
another overtime that reveals things about
themselves directly or indirectly (Bahadori,
2014). Rajeshwari (2013, p. 1341) believes that
“in order to become a part of the team, there is
an utter urgency for us to be open and
communicate. We need to be open to know how
other people view us”. This model can play a
crucial role in enhancing the organizations and
leaders’ effectiveness.
Studies conducted by some researchers
(Mathiew & Zajac, 1990; Koch & Steer, 1978;
Porter, 1974; Movday et al., 1982)showed that
there was a significant relationship between
organizational communications and some
behaviors
in
work
place
such
as
absenteeism,turnover
and
professional
effectiveness. Employees with high level of
organizational
relationships
had
better
effectiveness compared to those with low level
of relationships (ibid).The present study, which
is conducted based on Johari window model,
aims to identify and rate feedback and
disclosure mechanisms in order to enhance the
organizational communications relationships
among female managers in Ilam Education
Organization, Iran.
Material and Method
Regarding the process, the present study is a
quantitative research and regarding the strategy,
it is conducted in surveyframework.
Data collection
The questionnaire was developed as following:
Vol.3 (3). PP: 1678-1684
Step1.in which subject-related books and
articles were reviewed as research literature and
key components of feedback and disclosure
were extracted. Afterwards, a 10-open item
questionnaire was developed in order to get
information about applicants’ expectancies and
important indexeson each item. Then, the data
collected were analyzed.
Step2. Having gathered the indexes in
questionnaire, mixing them with those extracted
form review of literature and omitting repetitive
items, seven indexes were finally obtained.
Since analyzing too manyitems for subsuming
in questionnaire were difficult, they were
categorized in some sets and given to experts.
They were asked to take their priority over each
item based on their points of view. Getting their
opinions, six items remained as the final ones,
which represented the most important items for
the going-to-be finalized questionnaire.
Step3. The primary 144-item questionnaire was
developed using six obtained indexes. Items
were reduced to 89 after the questionnaire was
distributed among applicants, its reliability and
validity were computed and the sample size was
determined. It is worthy of notice that the four
items were omitted form the questionnaire
based on applicants’ prioritization for each
item, the time allocated to answer items and
Cronbach’s Alpha for each of them. Thus, just
85 items were included in the finalized
questionnaire.
Population, sample and sampling method
Research population included all experts and
professors in management in addition toa total
number of 1820 female staff who worked in
primary, middle and high schools in Ilam, Iran,
among whom 371 applicants were randomly
selected through applying Cochran formula.
Validity
As the research was conducted in a quantitative
framework, the face validly, content validity,
criterion-related validity and construct validity
were confirmed through:
 Various sources such as books, articles in
English and Persian which discussed the
indexes of disclosure and feedback based on
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MAGNT Research Report (ISSN. 1444-8939)


Johari window model. Accordingly,
theirmechanism aspects were classified into
six categories and given to management
professors and experts for revision.
Conceptual model which was revised by
professors (i.e., thesis supervisor and
reader), and then reviewed by the
Management Department in University and
finally confirmed from the theory and
application perspectives.
An 85-item questionnaire(on 5-Likert scale)
which encompassesall aspects of feedback
and disclosure for enhancing organizational
communication in Education Organization.
In addition, to strengthen the validity of
questionnaire some experts were requested
to comment on the newly-inserted indexes.
Vol.3 (3). PP: 1678-1684
Reliability
The questionnaire reliability was measured
through Cronbach’s Alpha in SPSS software.
Distributing the questionnaires among 317
female staff of Education Organization in Ilam,
the alpha coefficient was reported 0.986 for the
questionnaire, which is considered acceptable.
Data analysis
The data were analyzed through parametric and
non-parametric tests. To confirm the model,
one-sample t-test andconfirmatory factor
analysis were employed and to classify the
indexes of disclosure and feedback, Friedman
rank test and coefficient of variation were used.
Results
Descriptive statistics of sample based on
gender variable
Table1 shows the sample distribution based on
gender.
Table 1: Descriptive statistics for sample based on gender
Frequency Percent Cumulative frequency
Male
208
65.6
65.6
Sample Female
109
34.4
100.0
Total
317
100
As seen, there were 317 applicants, among whom 208 were female and 109 were male.
Results of descriptive statistics
In addition to key components, the interview and three steps reported other indexes influential in
improving organizational communication. Table 2 represents them in details.
Results of inferentialstatistics
Having developed and revised the questionnaire, the items were analyzed throughOne-sample t-test,
Confirmatory Factor Analysis and Friedman Rank Test, the latter of which is employed to rank the
components based on the applicants’ views and their importance and priority given to them.
Results of confirmatory factor analysis
Table3 shows the results of confirmatory factor analysis.
Table 2: The priority of indexes of feedback and disclosure mechanisms
Indexes
Top items
Positive imagery Acting based on democracy by the leader in organizational decision-making
Trust building
Trustworthiness and veracity by manager in performing the tasks
Relieving
Taking priority over task using time management (management based on purpose,
tension
determining time deadline for special tasks)
Destructive
Increasing positive encouragement and non-threatening feedback
feedback
Corrective
Presenting controlling strategies for performing tasks
feedback
Critical feedback Attaching importance to admiration and criticizing employees
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Positive
imagery
Relieving
tension
Trust building
Corrective
feedback
Destructive
feedback
Critical
feedback
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Table 3: Lisrel output for the six components of research
X2/df
AGFI
GFI
P-value
Standard
Standard value: Standard value: Standard
value: less
higher than
higher than
value: less
than 3
0.90
.090
than 0.05
4.2 = 2
0.90
0.97
0.000
RMESA
Standard
value: less
than 0.1
0.001
49.27 = 2
0.92
0.97
0.000
0.000
4.2 = 2
4.2 = 2
0.90
0.91
0.96
0.95
0.000
0.000
0.002
0.001
4.2 = 2
0.90
0.96
0.000
0.001
152.59= 2
0.92
0.96
0.000
0.003
As LISREL output shows, the model fitsto measure the six components of the research, which is
attributed to the fact that the Chi-Square/DF is less than 3, RMESA is less than 0.1 and AGFI and GFI
values are higher than 0.90. In addition, all factor loadings are higher than 3; which indicate that six
components in research are consequently confirmed.
Results of One-sample t-test
Table 4 shows the results of one-sample t-test for research variables.
Variable
Table 4 : The results of one-sample t-test for each of variable
Test Value: 3
Sig (2- Mean
t
df
95% Confidence Interval Hypothesis
tailed)
difference
of Difference
Lower
Positive
imagery
Relieving
tension
Trust building
Corrective
feedback
Destructive
feedback
Critical
feedback
Upper
210.422
316
.000
3.96614
3.9291
4.0032
186.796
316
.000
3.77584
3.7361
3.8156
137.974
316
.000
3.75101
3.6975
3.8045
170.592
316
.000
3.82557
3.7814
3.8697
116.389
316
.000
3.88299
3.8174
3.9486
134.967
316
.000
3.85890
3.8027
3.9152
H1Confirmed
H1Confirmed
H1Confirmed
H1Confirmed
H1Confirmed
H1Confirmed
Results of table show that the t-value for feedback and disclosure are higher than standard t-value (- 1.96),
which indicates that the variables fits the population.
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Vol.3 (3). PP: 1678-1684
Results of Friedman Rank Test
To rate the six components of the research, Friedman rank test was run, the results of which are shown
in table 5.
Table 5: Ranking of six components in research
Rank
1
2
3
4
5
6
Index
Mean rank
Positive imagery
4.16
Destructive feedback
3.64
Critical feedback
3.58
Corrective feedback
3.41
Relieving tension
3.25
Trust building
96.2
Table 6 : Rank-ordering of the main components of organizational communications
Rank
1
2
Index
Feedback
Disclosure
Mean rank
1.64
36.1
Diagram 1: Rating of the key elements of organizational communications
Discussion
Analyzing the positive imagery rank, it was
revealed that top priorities included: 1) acting
based on democracy by the leader in
organizational decision-making, 2)helping staff
to fulfil more of their potential, 3) attending the
organization regularly, 4) taking responsibility
for the sources, and 5) apologizing for the faults
and problems occurred in organization. In
addition, the present research findings showed
that acting based on democracy and helping
staff to fulfil more of their potentialwould
considerably influence on creating positive
imagery in staff, which is in line with the
studies conducted by Robbins et al. (2004).
In addition, considering the priorities of
corrective feedback, it was revealed that factors
like
controlling
strategies
and
staff
encouragement towards self-assessment would
have crucial impacts on managers’ perceptional
self-image among employees. Top priorities
included 1) presenting controlling strategies at
work place, 2) encouraging staff for selfassessment, 3) acting impartially, 4) paying
close attention to staff’s mistakes in a profound
manner, and 5) using a supervisory group in
organization. This finding is consistent with
that of studies conducted by Wickenberg &
Kylen (2004) and Dubrin (2003) who found
that aforementioned factors could significantly
enhance organizational communications.
Furthermore, taking into account the priorities
of critical feedback, it was understood that if
managers
consider
criticism
and
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MAGNT Research Report (ISSN. 1444-8939)
encouragementin
organizationand
give
feedback fairly, theirmanagement perceptional
image would be enhanced among employees.
Relevant top priorities consisted of 1) paying
attention to employees’ opinions (critics and
admiration) and their affairs, 2) giving fair and
impartial feedback, 3) responding to feedback
without biased and partiality, and 4) soliciting
information without regarding personal
interests. This finding is also in line with the
findings of researches of Jackson (2007) and
Thomaset al. (2007).
Also, examining the priorities of destructive
feedback, it was revealed that positive
encouragement and using feedback as a guide,
not as a negative assessment, could create a
good imagery of management for the leader.
Top priorities included 1) increasing positive
encouragement and non-threatening feedback,
2) employing feedback as a guide, not as a
negative
assessment,
3)
mentioning
uncontrollable professional defects, 4) taking
notes of the problems to be used in the next
opportunities, and 5) focusing on enhancing
feedback. This finding is also in line with those
of Simmons (2010).
Finally, the examination of priorities of trust
building showed that leader’s trustworthiness
and honesty in performing tasks, his/her
understanding organizational affairs and
making benefit of opportunities would
dramatically improve his/ her management
imagery among staff. Top priorities, here,
included 1) leader’s trustworthiness and
honesty in performing tasks, 2) understanding
organizational affairs and making benefit of
opportunities, 3) taking into account the staff’s
well-being, 4) encouraging employees to
participate
in
reaching
organizational
objectives,
and
5)meeting
employees’
emotional and individual needs.
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